Volume 2, Issue 1 (6-2022)
Imqv 2022, 2(1): 6-16 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Salajegheh Z. A Mystical Study of the Story of Moses and Khidr in the Quran and Hadith and Its Impact on Educational Philosophy with Reference to Paulo Freire's Theory. Imqv 2022; 2 (1) :6-16
URL: http://imqv-journal.com/article-1-95-en.html
URL: http://imqv-journal.com/article-1-95-en.html
Department of Islamic jurisprudence, Sari Branch, Islamic Azad University, Sari, Iran
Abstract: (263 Views)
This article explores the mystical dimensions of the story of Moses and Khidr as narrated in the Quran and Hadith, examining its profound impact on educational philosophy, particularly through the lens of Paulo Freire's pedagogical theories. The story, found in Surah Al-Kahf (18:60-82), is rich with lessons in patience, knowledge seeking, and divine wisdom, making it a critical narrative for both spiritual and educational analysis. This study not only explores the narrative's mystical interpretations but also seeks to bridge its timeless wisdom with contemporary educational practices, highlighting the relevance of Quranic stories in modern pedagogical frameworks (1).
The Quranic story of Moses and Khidr is laden with mystical elements that transcend literal interpretation. In this narrative, Moses embarks on a journey to seek knowledge from Khidr, a servant of God endowed with divine wisdom. This journey symbolizes the quest for deeper, esoteric knowledge that goes beyond conventional learning. According to Ibn Arabi, the story represents the dichotomy between external knowledge ('ilm al-zahir) and internal, hidden knowledge ('ilm al-batin), emphasizing the importance of spiritual insight over mere intellectual understanding (2). This analysis reveals that true education involves not only the accumulation of facts but also the cultivation of inner wisdom and spiritual maturity.
In the context of Islamic educational philosophy, the story of Moses and Khidr underscores several core principles: the pursuit of knowledge, humility in learning, and the recognition of divine wisdom. Islamic pedagogy places significant emphasis on the holistic development of individuals, integrating ethical and spiritual growth with intellectual advancement (3). The narrative demonstrates the necessity of recognizing multiple layers of understanding and the importance of patience and humility in the educational journey. As Ghazali posits, the ultimate aim of education in Islam is to prepare individuals to fulfill their role as stewards of God on earth, which involves both moral integrity and intellectual competence (4).
Paulo Freire's educational theory, particularly his concept of "Pedagogy of the Oppressed," emphasizes the role of education in fostering critical consciousness and empowering learners to challenge oppressive structures. Freire advocates for a dialogical approach to education, where teachers and students engage in a mutual process of learning and reflection (5, 6). This method aligns closely with the dynamic interaction between Moses and Khidr, where learning is a reciprocal process involving active engagement and critical inquiry. Freire's focus on the emancipatory potential of education resonates with the Quranic narrative's emphasis on the transformative power of divine knowledge and spiritual awakening (7).
The comparative analysis of Freire's theory and the story of Moses and Khidr reveals several parallels, particularly in the emphasis on dialogue, critical thinking, and the pursuit of deeper understanding. Both approaches advocate for an educational process that is transformative and holistic, integrating cognitive and moral development. In practical terms, incorporating the lessons from the story of Moses and Khidr into contemporary educational systems can foster an environment where students are encouraged to question, reflect, and seek knowledge beyond the surface level (8). For instance, educators can design curricula that promote critical thinking and ethical reasoning, drawing on the narrative's lessons to cultivate well-rounded individuals.
In conclusion, this article highlights the profound educational insights embedded in the story of Moses and Khidr and underscores their relevance in modern pedagogical contexts. By integrating the mystical and ethical dimensions of this Quranic narrative with Freire's critical pedagogy, educators can develop more holistic and transformative educational practices. Future research could expand on this interdisciplinary approach, exploring other Quranic stories and their potential applications in contemporary education. Additionally, empirical studies could investigate the practical outcomes of implementing these integrated pedagogical strategies in diverse educational settings, thereby contributing to the ongoing dialogue between traditional wisdom and modern educational theory (9).
The Quranic story of Moses and Khidr is laden with mystical elements that transcend literal interpretation. In this narrative, Moses embarks on a journey to seek knowledge from Khidr, a servant of God endowed with divine wisdom. This journey symbolizes the quest for deeper, esoteric knowledge that goes beyond conventional learning. According to Ibn Arabi, the story represents the dichotomy between external knowledge ('ilm al-zahir) and internal, hidden knowledge ('ilm al-batin), emphasizing the importance of spiritual insight over mere intellectual understanding (2). This analysis reveals that true education involves not only the accumulation of facts but also the cultivation of inner wisdom and spiritual maturity.
In the context of Islamic educational philosophy, the story of Moses and Khidr underscores several core principles: the pursuit of knowledge, humility in learning, and the recognition of divine wisdom. Islamic pedagogy places significant emphasis on the holistic development of individuals, integrating ethical and spiritual growth with intellectual advancement (3). The narrative demonstrates the necessity of recognizing multiple layers of understanding and the importance of patience and humility in the educational journey. As Ghazali posits, the ultimate aim of education in Islam is to prepare individuals to fulfill their role as stewards of God on earth, which involves both moral integrity and intellectual competence (4).
Paulo Freire's educational theory, particularly his concept of "Pedagogy of the Oppressed," emphasizes the role of education in fostering critical consciousness and empowering learners to challenge oppressive structures. Freire advocates for a dialogical approach to education, where teachers and students engage in a mutual process of learning and reflection (5, 6). This method aligns closely with the dynamic interaction between Moses and Khidr, where learning is a reciprocal process involving active engagement and critical inquiry. Freire's focus on the emancipatory potential of education resonates with the Quranic narrative's emphasis on the transformative power of divine knowledge and spiritual awakening (7).
The comparative analysis of Freire's theory and the story of Moses and Khidr reveals several parallels, particularly in the emphasis on dialogue, critical thinking, and the pursuit of deeper understanding. Both approaches advocate for an educational process that is transformative and holistic, integrating cognitive and moral development. In practical terms, incorporating the lessons from the story of Moses and Khidr into contemporary educational systems can foster an environment where students are encouraged to question, reflect, and seek knowledge beyond the surface level (8). For instance, educators can design curricula that promote critical thinking and ethical reasoning, drawing on the narrative's lessons to cultivate well-rounded individuals.
In conclusion, this article highlights the profound educational insights embedded in the story of Moses and Khidr and underscores their relevance in modern pedagogical contexts. By integrating the mystical and ethical dimensions of this Quranic narrative with Freire's critical pedagogy, educators can develop more holistic and transformative educational practices. Future research could expand on this interdisciplinary approach, exploring other Quranic stories and their potential applications in contemporary education. Additionally, empirical studies could investigate the practical outcomes of implementing these integrated pedagogical strategies in diverse educational settings, thereby contributing to the ongoing dialogue between traditional wisdom and modern educational theory (9).
Keywords: Story of Moses and Khidr, Quran, Hadith, Educational Philosophy, Paulo Freire, Mysticism, Critical Education, Islamic Education
Type of Study: Applicable |
Subject:
Special
Received: 2024/08/5 | Accepted: 2022/09/23 | Published: 2022/09/23
Received: 2024/08/5 | Accepted: 2022/09/23 | Published: 2022/09/23
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
